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Interview

Students Name

Institution Name

Course Name

Instructor Name

Date
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First Interview

Describe the characteristics of individuals with exceptionalities, whom you serve, including

gifted as well as those with disabilities.

In my profession, I assist primary school-aged kids who are either learning disabled or

suffer from another physical impairment.

Describe the educational, developmental, and medical services accessible for individuals

with disabilities in your district.

The basis for all services is an IEP or SPP. The platoon decides a child's needs.

Disability, employment, behavioral, counseling, and transitional services may be offered (similar

to autism).

Describe the Specific Steps in the IEP Process.

Initial steps in developing an Individual Education Plan (IEP) include RTI and screening

by the academy psychologist. However, the kid's special education teacher will organize a

meeting if data show that the child requires an Individualized Education Program (IEP) and

parental consent.

Describe how special education and general teachers are supported in the IEP process.

To ensure that each student's requirements are met, an Individualized Education Program

(IEP) and a Behavior Agreement (BA) should be in place. The IEP is a group effort, and

everyone on the team has been allowed to make an input.

Describe how you collaborate with members of the IEP team. List other stakeholders you

collaborate with as part of the IEP process and describe this collaboration

The special education teacher gathers information for an initial Individualized Education

Program (IEP) proposal. All relevant information, such as the school psychologists' and parents'
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first conclusions and information from other sources (such as bare-bones test results and

classroom observations), are included.

Describe what you do to support families of individuals with disabilities.

Our institution does all we can to ensure that the children get the help they need,

including speech and physical therapy sessions right in the middle of the school day. Specialized

therapy and additional parental support are provided.

Explain the process of addressing behavioral issues for students with disabilities.

The team could consult an FBA and record the current situation as it is known to them.

Each individual interested in the student will receive a copy of the BIP if the team decides that

one is necessary.

Discuss the professional development available regarding special education policies,

services, and educational strategies. Discuss whether there is specific training related to

confidentiality, including who leads the training and how often it is required.

We must settle on the final list of approved special education institutions every year.

Aside from that, districts often have meetings to talk about special education. In addition, it

ensures that we consider the most recent data each time there is even a slight update.

Second Interview

Describe the characteristics of individuals with exceptionalities, whom you serve, including

gifted as well as those with disabilities.

Most of the students I've picked have qualities like abstracting concepts easily, having

emotional difficulties, having limited reading comprehension based on their Lexile score, and

having difficulty with mathematical homework.

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Describe the educational, developmental, and medical services accessible for individuals

with disabilities in your district.

Instructions, alterations, and physical and behavioral health treatments focus on minor

alliances.

Describe the Specific Steps in the IEP Process.

Compiling information and assessing current conditions The Psychological evaluation,

estimates, tasks, actions, and infractions record.

Describe how special education and general teachers are supported in the IEP process.

The district trains special and general education teachers in disability-related physical and

mental modifications. Special educators can mentor general and classroom modification

instructors. Autism specialists help special education preceptors with classroom design and

behavioral therapy.

Describe how you will collaborate with members of the IEP team. List other stakeholders

you collaborate with as part of the IEP process and describe this collaboration.

The IEP team includes parents, special education, and anybody who has worked with the

kid (address, autism, behavioral experts, etc.). They also decided what was best for additional

factors to be included when evaluating the student's performance and involvement.

Describe what you will do to support families of individuals with disabilities.

I want to keep talking to the parents about how they help their challenged child at home. I

notify parents of classroom changes since children with disabilities to have trouble adapting.

Everyone gains when both sides agree and the parent expresses their concerns and desires.

Explain the process of addressing behavioral issues for students with disabilities.
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Since she sees each child daily, the school psychologist manager knows them best. Next,

influence mild behavioral norms for evaluation. You may create a BIP that suits pupils using

data and event situations.

Describe the professional development available to you regarding special education

policies, services, and educational strategies. Discuss whether there is specific training

related to confidentiality, including who leads the training and how often it is required.

Qualified advancement that explains the current topic of special education services and

guidelines is available every school day. Allocations from outside of administrative districts

periodically regulate these.

Reflection of The Two Interviews

Describe the similarities you noted in the responses of both interviewees. Include a

discussion of why you think that, regardless of their unique roles on the special education

team, these commonalities exist.

Several interviewees used similar language. Since they operate in comparable fields, their

language and sentence construction were similar. They believed they could construct an IEP and

had the same values. Their fields are interwoven; hence they share these traits.

Describe what made the role of each of your interviewees unique on the special education

team. Include a discussion of the key responsibilities each has in ensuring the needs of

individuals with disabilities are met in the educational setting.

Both respondents are crucial IEP team members. Although speech therapists are not

required, school psychologists are in all IEPs. The speech therapist noted many IEP teams might

be tough but intriguing. The school psychologist stressed data consistency across investigations.
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The IEP team requires the psychologist's psychological observations and progress reports.

Speech therapists develop and change goals. Speech therapists may offer more help.

Discuss what you learned about the significance of collaboration between special education

team members. Include a discussion of why collaborative professional practice is essential

to meeting the needs of students with disabilities in the educational setting.

My interviews stressed communication. Both respondents underlined the significance of

attending the session with an inquisitive attitude and practicing active listening to create the best

IEP for the child. Between meetings, they emphasized the need for communication. If the IEP

fails and has to be amended, waiting from four to ten months to review a student's development

is too long.

Explain how you will apply what you learned from the interviews in your future

professional practice related to collaboration and other best practices to meet the needs of

students with disabilities in the educational setting. Provide specific examples of ways you

can collaborate with individuals in the interviewees' roles.

Interviews increased my listening skills, communication, following new laws and

practices, and professional development conferences. All respondents emphasized phone and

email access. My IEP team will receive weekly student progress reports. I also learned how

important it is to have parents at the sessions, as they know their children best and can offer a

wealth of knowledge to help them excel in school. I believe the interviews spoke similarly. They

spoke and pondered about significant topics. They felt they could create a shared-values IEP.

Their fields are linked, so they share these features.